This edited collection provides personal narratives of the transitions and/or transformations of twelve academics as they encountered and conquered crises to offer a valuable teaching and learning experience to students irrespective of the nature of the crises they may be negotiating.
With contributions from Australia, Brazil, China, France, Lebanon, New Zealand, Singapore, South Africa, the UK and the USA, this book is an invaluable resource for academics at a variety of career stages and institutional levels who may be exposed to similar crises. Academics will find these narratives useful in negotiating their own internal struggles, as well as the challenges and opportunities they may encounter in facing a crisis. In addition, this book offers a fascinating reference point for a wide range of crises impacting teaching and learning across different continents. It offers a timely spotlight on contemporary issues of crisis that many higher education institutions around the world have encountered or will encounter. It also contributes to the construction of new knowledge in the field of higher education teaching during a crisis, a phenomenon which is becoming increasingly prominent and commonplace.
Foreword
1. Educational Emergencies and Teaching & Learning in Higher Education, Tanya Hathaway (Bangor University, UK) and Namrata Rao (Liverpool Hope University, UK)
2. When Crises Catalyse the Expansion of Equity-focused Student-Staff Pedagogical Partnership: A North American Perspective, Alison Cook-Sather (Bryn Mawr College, USA)
3. Leading Academic Development in Times of Uncertainty and Crisis in Singapore, Kiruthika Ragupathi and Adrian Lee (National University of Singapore, Singapore)
4. Addressing Teaching and Learning Challenges: The Case Study of a Lebanese University, Patricia Rached and Bassem Kandil (Saint Joseph University of Beirut, Lebanon)
5. ‘Fragility’ in the Pandemic University in Australia: Implications for Student Equity and Participation, Sarah O’ Shea (Curtin University, Australia)
6. Difference is a Strength: A Collaborative Approach to Leading an Australian Faculty of Science in a Time of Crisis, Susan Rowland and Lydia Kavanagh (The University of Queensland, Australia)
7. A Socio-Educational Institution during the Pandemic: An Experience Report by Researchers from Brazil, Alex Guilherme (Pontificia Universidade Catolica do Rio Grande do Sul, Brazil), Maria Cristina Mesquita da Silva, Renato de Oliveira Brito and Livia Maria Rassi Cerce (University of Barsilia, Brazil)
8. Engaging Students Through Hybrid Learning Using an Innovative Instructional Approach: A Case Study from a French University, June Srichinda and Jean-Charles Cailliez (Lille Catholic University, France)
9. A Leaderful Pedagogy or Radical Care: A Case Study from South Africa, Kasturi Behari-Leak (University of Cape Town, South Africa)
10. Resurrecting My Sociological Imagination: To Lead Holding Paracetamol and Pathogens, Globalisation and Gentleness, Susan Brock (Arden University, UK)
11. Teaching and Learning Leadership for Crisis Management in Higher Education: A Case Study From Hong Kong, Anatoly V. Oleksiyenko (Education University of Hong Kong, China)
12. Resilience and Learning in the Face of Black and Grey Swans: Academic Development and Capability Building Through Crisis in New Zealand, Kathryn A. Sutherland and Stephen J. Marshall (Te Herenga Waka-Victoria University of Wellington, New Zealand)
13. Leading Learning and learning to Lead in Times of Crisis in a South African University, Kibbie Naidoo and Hemali Joshi (University of Johannesburg, South Africa)
14. An Ecological Lens on Crises in Higher Education, Ian M. Kinchin (University of Surrey, UK)
Index
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